Professional Development and Part-Time Faculty

Whereas, Professional development benefits all faculty, regardless of discipline, position, or college;

Whereas, Professional development opportunities for part-time faculty can be limited or even non-existent in many districts; and

Whereas, Part-time faculty are able to contribute to professional development activities in many ways, including bringing a variety of perspectives and experiences to the college;

Common System Student Database

Whereas, Each of the current technology initiatives (Common Assessment, Educational Planning, and Online Education) may require the development of a database that tracks student information on the basis of a random student identifier; and

Whereas, The cost of developing discrete databases using discrete student identifiers would exceed that of developing a single database with a federated student identifier capable of supporting current and future technology and other initiatives;

Future Direction for C-ID

Whereas, Since 2007 the Academic Senate for California Community Colleges (ASCCC) has overseen and coordinated the Course Identification Numbering System (C-ID), providing staffing, resources, and structure through a grant to a single district from the California Community Colleges Chancellor’s Office;

Formalizing Model Curriculum

Whereas, In developing Transfer Model Curriculum (TMCs) in response to SB 1440 (Padilla, 2010), an additional benefit was identified when California Community College and California State University discipline faculty, although unable to conform to some aspect of the TMC requirements, were able to craft model curricula designed to best prepare students for careers or transfer within a specified discipline;

Chancellor’s Office Template Protocols

Whereas, The California Community Colleges Chancellor’s Office requires templates for submission of Associate Degrees for Transfer, and it is critical that the availability of the Chancellor’s Office Templates (COTs) be predictable and that any change in a COT be communicated in a timely manner;

Whereas, The Intersegmental Curriculum Workgroup has recommended that new COTs be posted twice a year, February 1 and September 1;

Development of a Curriculum Platform

Whereas, Curriculum is the core of our work in community colleges and all California community colleges are required to meet the same Title 5 requirements and submit identical curriculum forms;

Whereas, There are no adequate responsible curriculum management systems widely available to community colleges; and

Whereas, Curriculum data will be an integral component of student education plans and student information in the educational portal;

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